Ells Chapter 3 Summary

The author wrote the two chapters in a chronological order to facilitate the understanding of all the events that occurred in the past. Daschuk used sources such as officials’ reports, statistics, and historical documents to support his opinion and give effect to his text. In chapter 6, he used a table to demonstrate the level of deaths. In addition, he included some pictures in order to demonstrate to the readers physically some aspects of his argument. This technique helps him to convince the readers.

There are reasons of not being able to communicate with teachers or other

As a result, these students perform poorly on tests, the underlining cause of which, is low vocabulary knowledge. Consequently, Ajayi conducted a study at a Southern California high school, which focused on the vocabulary instruction of two highly effective ELA teachers with respect to their bilingual students. These teachers utilized multimodal strategies such as; word

In chapter seven the book discusses open questions which invites dialogue. Open questions often begins with how according to the book (Vella, 2008, p.111). Open are great, because there are several of responses that will help small groups of people. Chapter seven also discusses closed questions, which can only be a one answer questions. In chapter eight it discusses the designer’s skills that have already been applied to enhance and trust the work.

Heading One: Artifacts This program gave me various opportunities to put into practice my professional understandings on what it is to teach students who are learning English as a second language. The program allowed me to grow as an educator through the implementation of the various program outcomes since thoughtful planning and articulation of such planning was done by our artifacts. The focus was on six program outcomes and each artifact was aligned to one of the outcome. Program Outcome One: Two assignments completed in the course Linguistics for TESOL fulfilled this program outcome.

The teacher should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can

1) Isaac Hourwich’s purpose in writing this book is to oppose the claims of the Immigration Commission as there are also many stereotypes of Immigrants created by Native born Americans and also challenge the findings of the Immigration Commission. Hourwich uses his economic aspects to explain that Immigrants do not cause the labor market to decline, decreases wages, and increase unemployment in the United States. Most of the native-born Americans fear that as the rate of Immigration increases, it might hurt the American wage-earners. Therefore, there is an assumption that most American workers made was that “undesirable” Immigrants should be out of the country and keep the American workers busy. (82)

Every night Liesel went in the basement to write. She wrote about everything that happened to her. About her brother's death, arriving at her new parents house, Max, and a whole lot more. Each night she would accomplish writing three pages. Liesel would soon come to know that writing in her book would soon come to save her life and someone else’s.

1. If there is poor communication in the workplace for example, schedule face-to-face meeting weekly. 2. If there is poor communication with friends, ask them what they do not understand and then broadly explain it again. 3.

Akemura made considerable effort to develop her overall communication skills through regular attendance and self-study. She was conscientious in completing homework assignments as well as previewing and reviewing each lesson's content. However, she was careful to venture into new areas of communication, depending mainly on communication skills that she was confident in. This means it was difficult to judge her improvement during this course. Ms. Akemura seemed to understand the general theme and flow of the conversation but did not show sufficient communication skills to use clarification.

We may not want to fix things in our classroom because we don’t know how but if we come together as a family like Wong mentioned we can share ideas between teachers. If we are consistent in working together we can form a culture that will help students achieve. When hearing Wong talk about Flowing Wells having the same

English-language learners (ELLs) with special needs belong to a minority group and require specific direction for educators on how to help these students in the school context and how to help to improve their educational outcomes. This is one of the most important topics in the field of education in the USA. The main issue of the teachers is to decrease the achievement gap between ELLs and their peers. Though, the educational needs of ELLs are diverse and rather complicated. English language learners face many obstacles due to their cultural and linguistic diversity.

There must be Willingness of the teacher to accept responsibility for classroom control and Long-term, solution-oriented approaches to problems. Techniques for Better Classroom

Secondly, bad teachers have bad people skills. Good communication is essential in a learning environment in order to progress as a student. A bad teacher rarely communicates or not even acknowledge other teachers, students, administrators, parents, and staff members. Having poor people skills

(1) Internal Barriers: The roots of internal barriers of classroom communication lie in the communication or sender and receiver (student) of the message. These can be named as under: 1. Poor physical health (illness, speech, voice, visual or hearing defects) of sender or receiver or both. 2.